Interactive learning styles of undergraduate engineering students in New Mexico: A new model

The problem of low graduation rates for diverse students in engineering has many causes. Low retention rates for all students in the first two years of an engineering program is a significant problem which must be addressed if universities are going to increase the number of graduates in engineering programs. Faculty and administrators agree, not all students can, or should, become engineers. But, are the "right" students leaving? Are all the "leavers" students who are unable to handle to academic requirements?; This study examined an hypothesized model of interactive learning styles. An exploratory factor analysis using SAS, and a confirmatory factor analysis using LISREL, was performed on the responses from 515 undergraduate engineering students from New Mexico.; The analysis of the data did not support the hypothesized model for interactive learning styles. The analysis did suggest interactive learning styles are different among various respondent subgroups including, male and female, white and minority, and freshmen and senior. These differences include: (1)It appears that interacting with faculty outside of class is more important for females than males. (2)It appears that learning opportunities with other students are more important for male students than females. (3)Learning with other students and answering their questions appears to be more important to minority students than white students. (4)Interacting with faculty outside of class and answering student's questions appears to be more important to freshmen students than seniors. (5)Learning with other students, as well as learning by themselves appears to be more important to seniors than freshmen.; Educational administrators on university campuses can use this study's information to develop faculty development programs which will improve classroom instruction without infringing on the faculty's academic freedom. Administrators can work with faculty to: (1)offer students opportunities to interact with them in an academically meaningful way outside of class. (2)provide opportunities to work with other students during or between classes. (3)increase students' opportunities to answer questions in class, as part of the class discussions, or as part of their work with other students. Providing these learning opportunities for students may increase the retention of these diverse students in engineering programs.